Impact Of Distance Teaching On Learning Outcomes: A Dual Perspective Of Faculty And Students In Indian Universities

Abstract

The impact of distance education on student learning outcomes at Indian universities was studied using perspectives from the faculty and students such that the study occurred during the COVID-19 pandemic coinciding with the implementation of the NEP 2020, as well as related to the digital India program with an emphasis on the rapid transition to delivery through technology. The study used a mixed-methods study design including both qualitative and quantitative aspects. The quantitative survey data were collected from 150 faculty from central state and private universities and also included survey data from 600 students from these same institutions and qualitative interviews. The results of the data show that although distance teaching provided more personalization and flexibility, there were challenges to dealing with distance teaching. Although faculty members had medium confidence using digital tools, many indicated increased workloads and less opportunity for interaction. Students also indicated they liked the flexibility and ease of use of digital platforms, but faced connectivity problems and less collaborative work with peers. Statistical analyses indicated statistically significant differences between faculty and students and regression analyses suggested faculty readiness and student engagement impacted learning outcomes. The study found that to better enhance the equity and effectiveness of higher education consideration needs to be given to investments in strengthening digital infrastructure and broadband access for everyone in society, developing more faculty training in distance teaching, and learning and applying more blended learning platform.